COMMISION ON HIGHER EDUCATION

LEON GUINTO MEMORIAL COLLEGE

Atimonan, Quezon
Subject: Facilitating Learner-Centered Teaching Code: EDUC 113
Course: BCAED BLK B Day: Friday Time: 5:35
RONALDO A. MUÑOZ, MT-I (Instructor)

FACILITATING LEARNING

Metacognition
OBJECTIVES:
• Explain metacognition to learners
• Determine a movie or an expert learner
• Apply the metacognitive strategies in your own quest for learning.

INTRODUCTION:
Metacognition is such a long word. What does it mean? You will find
this out in this module.
ACTIVITY:

PART 1 MOTIVATION
Always Sometimes Never Your
(10) (5) (0) Score
1 I exert effort to find out why I / 10
need to do a particular task.
2 I reward myself when I work. / 5
3 I see to it that I give myself / 5
regular breaks from work.
4 I can keep my concentration / 10
and does not let my mind "drift
away".
5 I have ways of dealing with / 5
distractions.
6 I am willing to do the work I do / 10
not enjoy because I see it as
important.
7 I seek clarification from the / 5
teacher about her expectations
and standards.
8 I go to tutorials to improve my / 0
school work.

PART 2 Organizing and Planning

Always Sometimes Never Your

(10) (5) (0) Score
1 I make a weekly timetable for / 10
the schoolwork I need to
accomplish
2 I make a review schedule for / 5
examinations.
3 I plan to get the necessary / 5
resources and equipment
prior to starting work.
4 I submit all my assignments / 10
on time.
5 I have a place to work where / 5
I won't be disturbed.
6 I have time for family / 0
commitments and relaxation
as well as studying.
7 I prioritize tasks which should / 10
be done first, second and so
on.
8 I make lists of things to do. / 10
9 I make a list of valuable / 5
references with bibliographic
details, page numbers of
quotes and so on.
10 I review my work before / 10
submitting it.

PART 3 Working with Others

Always Sometimes Never Your

(10) (5) (0) Score
1 I discuss work assignments / 5
with other students.
2 I share resources with other / 5
students.
3 I keep cuttings from / 0
newspapers and magazines
which may be of help to me.
4 I make sure I see TV programs / 0
which may be useful.
5 I read the topic assigned / 10
before a session.
6 I ask questions and generally / 10
take part in group discussion.
7 I listen out for key ideas when / 10
someone is talking.
8 When I am listening to / 5
someone, I try to anticipate
what they will say next.
Use the scoring guide below
Scoring for Part 1 Motivation
Score: 10 for Always
5 for sometimes
0 for Never

Feedback: Scores from 55 to 80 mean that you do not appear to have many
problems in getting down to work and keeping to it.
Scores from 35 to 50 mean that you sometimes get down to work but
you can be distracted, you might not always be certain why you are
having to work. You probably could benefit from learning some
techniques that help you get down to work more consistently and keep
at it.
Scores of 30 and below signify that you really do have problems in
getting down to work. Unless you develop skills in this area you are
likely to have many unsatisfactory experiences as a student
throughout your life. You need to take action.

Scoring for Part 2 Organizing and Planning your Work

Score: 10 for always
5 for sometimes
0 for Never
Feedback: Scores from 70 to 100 mean you are well-organized and plan ahead
for your work.
Scores from 40 to 65 mean you are not as well-organized as you
could be. Your time management might benefit from a closer analysis.
Scores from 35 and below mean you have little organization, probably
deal with things as they happen, constantly doing things at the last
minute, often not getting work completed. You need to take action.

Scoring for Part 3 Working with Others

Score: 10 for Always
5 for Sometimes
0 for Never
Feedback: Scores from 55 to 85 mean you make full use of resources available,
listen well and take an active part in seminars.
Scores from 35 to 50 mean you probably collect resources, but you
need to ask yourself how you are going to use them more effectively.
Scores of 35 and below mean there are important resources around
you that you are ignoring. You may not be hearing much of what is
being said. You need to know what resources are available, and you
need to find out where they are and what they have to offer.
You need to take action.
 ANALYSIS

My score in the Study Habits Questionnaires

Aspect of Study Habits
Part 1 Motivation
Part 2 Organizing and
Planning
Part 3 Working with others,
Utilizing Resources and
Feedback
Part 4 Managing School
Work Stress
Part 5 Notetaking and
Reading
Part 6 Preparing an
assignment/Project.
My Score Interpretation
50 As a college student I’m
not that good at studying
but I will try, and I am
ready to improve myself as
a student.
70 In planning and gathering
information I am not that
good but if there is time to
study, and information
must be taken I do it
diligently.
45 Helping others with a task
is difficult for me to get
along with, especially
when I don’t know them,
but if I can help with
knowledge, things, or
activities, I will be diligent
in giving ideas and my
help.

ABSTRACTION/GENERALIZATION

What you just did while answering the questionnaire and analyzing your scores is an
exercise in metacognition. You stopped for a moment and thought about how you study and
learn. You were reminded of your strengths and weaknesses, then you wrote what it is
that you can do to improve your study habits. Hopefully, this will help you start to learn
more effectively.

The most important goal of education is to teach students how to learn on their own.
The quotation on the side margin stresses this. It is vital that students acquire the skills of
how to learn; and that these skills enable them to learn not just while they are in school but
for a lifetime. This entails a deeper awareness of how one processes information, the ability
to evaluate his own thinking and to think of ways to make his own learning process more
effective. All these involve metacognition.

Just, what is metacognition? This appears to be such a high sounding word that
some people are confused about what it is about even before they actually spend time to
find out what it really means. It is not at all that complicated. In fact we do metacognitive
activities so often in our daily lives. When you sense that you are experiencing some difficulty
with a topic you are studying, and you try out different strategies to learn better, you are
practicing metacognition. The word maybe long, seems to be so intangible but it is worth
focusing on because it can help you to be a more successful learner. When you become
a teacher, it can also help your students to learn more efficiently and effectively.

If you teach a person what to learn, you are preparing that person for the past. If you teach a
person how to learn, you are preparing that person for the future."

-Cyril Houle-